Australian Journal of Teacher Education
Keywords
school connectedness, peer leadership, physical activity, peer mentoring, peer support, physical activity self-efficacy, transition program, secondary school transition program
Abstract
This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p
Recommended Citation
Jenkinson, K. A., Naughton, G., & Benson, A. C. (2018). A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program. Australian Journal of Teacher Education, 43(1). https://doi.org/10.14221/ajte.2018v43n1.3
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons